Effect of Formative Testing with Feedback on Students’ Achievement in Junior Secondary School Mathematics in Ondo State, Nigeria

2013 ◽  
Vol 1 (2) ◽  
pp. 8-20 ◽  
Author(s):  
Oke James Ajogbeje ◽  
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Ondo State ◽  
Formative Testing

scholarly journals Developing higher-order thinking skill (HOTS) test instrument using Lombok local cultures as contexts for junior secondary school mathematics

2018 ◽  
Vol 4 (2) ◽  
pp. 126-135
Author(s):  
Syukrul Hamdi ◽  
Iin Aulia Suganda ◽  
Nila Hayati
Keyword(s):  
Secondary School ◽  
Higher Order Thinking ◽  
Higher Order ◽  
School Mathematics ◽  
Thinking Skill ◽  
Secondary School Mathematics ◽  
Junior Secondary School ◽  
Test Instrument ◽  
Junior Secondary ◽  
Local Cultures

The study was aimed at producing a valid and reliable higher-order thinking skill (HOTS) test instrument using Lombok local cultures as contexts in the junior secondary school mathematics subject matter. The study is developmental research involving a field try-out of 75 students of Grade VIII. Data were analyzed using classical test theories of difficulty levels, discriminating powers, and functioning distractors. The test validity is assessed using the Aiken formula and reliability is estimated by Cronbach Alpha. Findings show that, of the 20 initial multiple-choice items, 15 were valid and reliable and had the characteristics of good test items with a medium-rated difficulty level average of 0.28, a good-rated discriminating power of 0.31), a good-rated reliability coefficient of 0.79, and all distractors well-functioning. 

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

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